Includes lesson plans and resources. Taken from our Literacy Upper Keystage 2 Resource File Tales from other cultures and traditions Lesson:1 Once upon a time… (two versions of Red Riding Hood) LO: To find similarities and differences between two stories Lesson 2: Would you trust this wolf? LO: Speak and write in a persuasive way and use speech marks with other punctuation. Lesson 3: Creating word pictures LO: Use similes and metaphors to make writing interesting Lesson 4: The real Mr Wolf LO: To recognise that stories change when told from a different perspective Lesson 5 Journey to Jo’burg LO: Find out about life in other countries by reading stories. • Make notes about characters and places Lesson 6: In Johannesburg LO: Read between the lines’ in stories. Write newspaper articles and letters from different viewpoints. Lesson 7: Going home LO: Discuss important issues found in stories. Make notes on both sides of an argument. Lesson 8: Inspiration for Journey to Jo’burg LO: Match an author’s experiences to scenes and characters in their stories. This fiction unit explores some stories from other cultures. In reading stories from a variety of cultures and traditions, children are encouraged to see differences in relationships, customs and attitudes and use of language. Children will identify points of view and plan and retell a story from alternative viewpoints. They will also précise texts and rewrite them as letters, dialogue or newspaper articles. There will be opportunities to discuss the motives of both the characters and the story tellers. The first four lessons focus on versions of the familiar European folk tale ‘Red Riding Hood’. The last four lessons analyse a children’s novel - Journey to Jo’burg written by a South African author in the 1980s. As one focus of this unit is on story illustrations, it might be useful to link with Art and design lessons and invite a professional illustrator into school. Leave a review

Taken from our Literacy Upper KS2 Resource file Includes lesson plans and resources Lesson 1: In my mind’s eye LO: Understand how description sets the scene for a story. Lesson 2: One powerful legend, two stories LO: To be able to compare different versions of a legend. Lesson 3: Enter Beowulf LO: To explore a character through drama and to give references to support ideas Lesson 4 Capturing the moment LO: To act out scenes from stories and to describe them in precise sentences. There are six units on fiction in this file for years 5 and 6. The third unit focuses on myths, legends and traditional stories. This unit covers reading and analysing features of the text types, comparing different versions of the same legend, exploring characters through drama, comparing written and oral narratives, evaluating performances and transferring oral text into written narrative. Leave a review

Taken from our Upper Keystage 2 Literacy Resource File Includes all lessons and resources Lesson 1: Inside a story- LO: To identify a point of view Lesson 2: 2 Ways into a story- LO: To identify how different stories are opened. Lesson 3: Colin Thompson’s stories and characters- LO:Identify the main parts of a story and to create a character profile Lesson 4:Tell me a story- LO:To experiment with writing in different styles. Lesson 5: Comparing story openings by Michael Morpurgo- LO:Compare the openings of two stories by the same author and comment on what makes an effective opening. Lesson 6 : Does Tomas Believe in Unicorns- LO:To explore characterisation through drama. Lesson 7:Tomas and the librarian- LO: To use empathy to explore the character of Tomas About this unit There are six units on fiction in this file for years 5 and 6. The second unit focuses on the work of modern authors of children’s fiction. We have chosen to focus on Colin Thompson and Michael Morpurgo, but it is possible to repeat some of the activities using books by other authors with whom the children may be familiar, such as Roald Dahl and David Walliams. The children will examine the story structures and aspects of each author’s style and will have opportunities to write short stories of their own. They will be encouraged to explore various characters and situations through role play and will work towards writing and staging their own short plays. They will develop the habit of keeping a reading journal (on paper or screen) as a way of supporting and extending reading. The Michael Morpurgo lessons are more challenging and you may wish to use them later in Upper KS2 than those on Colin Thompson’s books. The unit focuses on Books by Colin Thompson, for example The Paradise Garden, The Paperbag Prince, Falling Angels, Sid the Mosquito and other wild stories and I Believe in Unicorns and Why the Whales Came by Michael Morpurgo. Leave a review

Includes: Sheet 1: Tense – to change the tense of verbs. Sheet 2: Tense Challenge – to change the tense of verbs. Sheet 3: Tense Challenge – to keep the same tense throughout a piece of writing. Sheet 4:Tense Challenge – to change irregular verbs to the past tense. Taken from our Grammar and Creativity Year 3 book. Easy to follow and use. Leave a review

Includes Poster: Understanding Clauses – explanation. Sheet 1: Clauses – to identify the main clause and subordinate clause. Sheet 2: Clauses Challenge – to add a main clause to complete a sentence. Sheet 3: Clauses Challenge – to create complex sentences by adding subordinate clauses. Sheet 4: Relative Pronouns – to recognise and use relative pronouns. Sheet 5: Relative Pronoun Challenge – to drop in clauses beginning with who, when, where, which, that. Taken from LCP’s Grammar and Creativity Year 4 book Easy to follow Leave a review

4 worksheets and 1 poster Designed to support the teaching of Commas. Sheet 1: to revise commas and full stops. Sheet 2: to explore the ways commas help to create meaning in a sentence. Sheet 3: to use commas to avoid ambiguity Sheet 4: to use commas to punctuate speech Taken from LCP’s Grammar and Creativity Year 5 book. Leave a review

3 worksheets focuses on the teaching of adverbs Sheet 1: to revise adverbs of manner Sheet 2: to revise adverbs of time, frequency and place. Sheet 3: to investigate how adverbs can affect adjectives Taken from Grammar and Creativity Year 6 (by LCP) Clear sheets that have instructions so easily to follow. Leave a review

The titles of the 5 texts include 1.The Möbius strip 2. Squash 3. Chinese 4. New Year 5. Cricket 6. Message The cards primarily address text-level objectives for each year group and focus specifically on reading comprehension of non-fiction texts. The cards are designed to encourage talk and develop listening and speaking skills. There is a main text on the front of each of the reading cards. The main text is followed by talk time , where there are open-ended questions, which are designed to stimulate a personal response to the issues raised and encourage children to think about the card’s theme. The questions encourage discussion between two to six people. Talk time questions that are preceded by a require children to refer back to the text and are suitable for prompting children’s written responses. The box contains an interesting fact related to the card’s theme. This should appeal to the children’s sense of wonder and fascination for the remarkable. The reverse side of each card carries things to do box. This contains activities and challenges that are designed to enable children to pursue the main theme still further. The activities are mainly practical in nature, so that all children can succeed, whatever their levels of literacy Leave a review

The titles of the 5 texts include 1 Venus flytrap 2 Fabulous photos 3 Is there life on Mars? 4 Scouts 5 Skateboarding The cards primarily address text-level objectives for each year group and focus specifically on reading comprehension of non-fiction texts. The cards are designed to encourage talk and develop listening and speaking skills. There is a main text on the front of each of the reading cards. The main text is followed by talk time , where there are open-ended questions, which are designed to stimulate a personal response to the issues raised and encourage children to think about the card’s theme. The questions encourage discussion between two to six people. Talk time questions that are preceded by a require children to refer back to the text and are suitable for prompting children’s written responses. The box contains an interesting fact related to the card’s theme. This should appeal to the children’s sense of wonder and fascination for the remarkable. The reverse side of each card carries things to do box. This contains activities and challenges that are designed to enable children to pursue the main theme still further. The activities are mainly practical in nature, so that all children can succeed, whatever their levels of literacy Leave a review

The titles of the 5 texts include 1 Pop-up cards 2 Vote for me! 3 E-mail link 4 Easy pizzas 5 Life in Tudor times The cards primarily address text-level objectives for each year group and focus specifically on reading comprehension of non-fiction texts. The cards are designed to encourage talk and develop listening and speaking skills. There is a main text on the front of each of the reading cards. The main text is followed by talk time , where there are open-ended questions, which are designed to stimulate a personal response to the issues raised and encourage children to think about the card’s theme. The questions encourage discussion between two to six people. Talk time questions that are preceded by a require children to refer back to the text and are suitable for prompting children’s written responses. The box contains an interesting fact related to the card’s theme. This should appeal to the children’s sense of wonder and fascination for the remarkable. The reverse side of each card carries things to do box. This contains activities and challenges that are designed to enable children to pursue the main theme still further. The activities are mainly practical in nature, so that all children can succeed, whatever their levels of literacy Leave a review

The titles of the 5 texts include 1 Signs 2 Bubbles 3 Antarctica 4 Facts about bats 5 Using tallying to count The cards primarily address text-level objectives for each year group and focus specifically on reading comprehension of non-fiction texts. The cards are designed to encourage talk and develop listening and speaking skills. There is a main text on the front of each of the reading cards. The main text is followed by talk time , where there are open-ended questions, which are designed to stimulate a personal response to the issues raised and encourage children to think about the card’s theme. The questions encourage discussion between two to six people. Talk time questions that are preceded by a require children to refer back to the text and are suitable for prompting children’s written responses. The box contains an interesting fact related to the card’s theme. This should appeal to the children’s sense of wonder and fascination for the remarkable. The reverse side of each card carries things to do box. This contains activities and challenges that are designed to enable children to pursue the main theme still further. The activities are mainly practical in nature, so that all children can succeed, whatever their levels of literacy Leave a review

The titles of the 5 texts include 1 Numbers 2 Owls 3 Running 4 Boats through history 5 Maps The cards primarily address text-level objectives for each year group and focus specifically on reading comprehension of non-fiction texts. The cards are designed to encourage talk and develop listening and speaking skills. There is a main text on the front of each of the reading cards. The main text is followed by talk time , where there are open-ended questions, which are designed to stimulate a personal response to the issues raised and encourage children to think about the card’s theme. The questions encourage discussion between two to six people. Talk time questions that are preceded by a require children to refer back to the text and are suitable for prompting children’s written responses. The box contains an interesting fact related to the card’s theme. This should appeal to the children’s sense of wonder and fascination for the remarkable. The reverse side of each card carries things to do box. This contains activities and challenges that are designed to enable children to pursue the main theme still further. The activities are mainly practical in nature, so that all children can succeed, whatever their levels of literacy Leave a review

An introductory programme for children not yet ready to embark on the Renewed Literacy Framework Week2- To recognise and write letters ‘h m d g c o’ • To read and spell first 23 High Frequency Words • To recognise sounds at the beginning of words • To read and write a sentence using some HF words SENsational Literacy is an introductory programme designed to help those children who are not yet ready for the Renewed Literacy Framework or who have been struggling to keep up with their peers in class. It is an excellent way to help them to them to gain confidence in literacy and build up the skills they need. Most importantly they will have fun with words and letters. SENsational Literacy can be used by a teaching assistant to teach a small group of children who need extra support in literacy. After completing the scheme they will have gained the necessary skills to be able to join in with the main literacy class. It can also be used by the teacher to teach the whole class if extra literacy support is needed across the board. It is suitable for children in Foundation Stage and Key Stage 1, and it is also suitable for other children coming into the school who may not yet be able be working within the Year 1 curriculum. How long does the programme last? The children are taught one lesson every day for six weeks. What do the children learn? The children learn the basics of literacy through simple tasks, covering introductory letter recognition and the application of High Frequency (HF) words, underpinned by game-based activities and guided reading. A full overview of the course can be found on page 6. What does the material consist of? Each lesson is divided into a warm-up and main activity. Once a week the children are required to participate in an activity to help to consolidate their understanding. Additional Resources Sheets offer photocopiable material which can be used in a variety of games during the class. Home Learning Sheets are provided to support each lesson. The children are required to do the worksheets every weekday evening to consolidate what they have studied that day as well as guided reading at weekends. You may wish to write to the parent/guardian to let them know that their child is studying the scheme and may need help with their daily worksheet. Leave a review

An introductory programme for children not yet ready to embark on the Renewed Literacy Framework Week 1- To recognise and write letters ‘s a t p i n e’ • To read first 23 High Frequency Words • To sound out and write VC and CVC words • To read and write a simple sentence SENsational Literacy is an introductory programme designed to help those children who are not yet ready for the Renewed Literacy Framework or who have been struggling to keep up with their peers in class. It is an excellent way to help them to them to gain confidence in literacy and build up the skills they need. Most importantly they will have fun with words and letters. SENsational Literacy can be used by a teaching assistant to teach a small group of children who need extra support in literacy. After completing the scheme they will have gained the necessary skills to be able to join in with the main literacy class. It can also be used by the teacher to teach the whole class if extra literacy support is needed across the board. It is suitable for children in Foundation Stage and Key Stage 1, and it is also suitable for other children coming into the school who may not yet be able be working within the Year 1 curriculum. How long does the programme last? The children are taught one lesson every day for six weeks. What do the children learn? The children learn the basics of literacy through simple tasks, covering introductory letter recognition and the application of High Frequency (HF) words, underpinned by game-based activities and guided reading. A full overview of the course can be found on page 6. What does the material consist of? Each lesson is divided into a warm-up and main activity. Once a week the children are required to participate in an activity to help to consolidate their understanding. Additional Resources Sheets offer photocopiable material which can be used in a variety of games during the class. Home Learning Sheets are provided to support each lesson. The children are required to do the worksheets every weekday evening to consolidate what they have studied that day as well as guided reading at weekends. You may wish to write to the parent/guardian to let them know that their child is studying the scheme and may need help with their daily worksheet. Leave a review

What? This assessment has been devised to assess children’s ability to segment words and spell them using the Grapheme-Phoneme Correspondences (GPCs) introduced in Phase 5 Letters and Sounds. Unlike the Phase 2 and Phase 3–4 Fun Friendly Phonics assessments this Phase 5 assessment includes elements of the preceding phases to ensure that children have a good overall awareness of the phonetic code and have not forgotten any prior learning. Therefore, within this assessment children will be expected to write tricky words, polysyllabic words and words containing Phase 3 graphemes. Who? This assessment is designed for use with children who are being taught Phase 5 Letters and Sounds. Children working at this level should be able to write using Phase 3 digraphs and trigraphs, such as ‘ch’ and ‘igh’ with accuracy in their independent writing and be beginning to select and use the appropriate alternative spellings to these where appropriate. Includes- Instructions, story, and assessment guidance Leave a review

What? This assessment has been devised to assess children’s ability to segment words and spell them using the Grapheme-Phoneme Correspondences (GPCs) introduced in Phase 5 Letters and Sounds. Unlike the Phase 2 and Phase 3–4 Fun Friendly Phonics assessments this Phase 5 assessment includes elements of the preceding phases to ensure that children have a good overall awareness of the phonetic code and have not forgotten any prior learning. Therefore, within this assessment children will be expected to write tricky words, polysyllabic words and words containing Phase 3 graphemes. Who? This assessment is designed for use with children who are being taught Phase 5 Letters and Sounds. Children working at this level should be able to write using Phase 3 digraphs and trigraphs, such as ‘ch’ and ‘igh’ with accuracy in their independent writing and be beginning to select and use the appropriate alternative spellings to these where appropriate. Includes- Story, assessment guidance and assessment grid Leave a review

A worksheet to run alongside any publication of Beowulf. Prompts children to look at the meaning of the words found in the text. Leave a review

Read the adjectives and verbs and sort the words into two groups. Comic, humerous or funny Scary, threatening or unpleasant. Taken from UKS2 Literacy Resources File Leave a review

A crossword to use in conjunction with Treasure Island unit. Leave a review

Promote book talk for all ages with this helpful worksheet. Leave a review